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At St Paul's C of E Primary School our Adaptive Technology Champions have been working with some pupils in Year 5 using 'Google docs' to record their work in literacy lessons. As part of our role as AT champions we gathered some pupil voice from across school. We asked the children to tell us how they feel about writing after using technology to support their learning. An easy adaptation using technology we already had in school which has made a huge impact to this child! 

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Pupil Voice - Adaptive Technology Year 5 

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Pupil Voice - Adaptive Technology Year 5 

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At St Paul's C of E Primary School our Adaptive Technology Champions have been working with some pupils in Year 5 using Google Docs. This example shows how this particular child went from producing written work that was often illegible to independent story writing on the laptop. The child has some Speech & Language difficulties so the 'Google docs dictate tool' wasn't suitable for him and he preferred to type his work. After just a few weeks he was able to type, save and edit his work confidently. Here is an example of his hand written work and typed work for comparison.

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John at St Bernadette's RC used AI software to make a simple podcast based on his knowledge organiser for their water cycle topic. The class loved listening to this and we hope to create more for other topics.

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Use of Numicon to support Place Value and Addition in Y3

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Use of Numicon to support Place Value and Addition in Y3

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St Paul's - Year 3

This is an example of how we use concrete resources to support a child with significant cognition and learning difficulties. The child used Numicon to recognise numbers to 20. Then added two numbers together accurately. The concrete resources enabled the child to work independently after the initial adult instruction.

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Use of Visuals in Y1/2 to promote independence for learners 

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Use of Visuals in Y1/2 to promote independence for learners 

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At St Paul’s we use visuals for all our equipment within the classroom. This supports children to

become independent and allows them to take ownership and organise themselves with equipment

that could scaffold and support their learning. We also have sentence checklist, phonics- Grow the

Codes and tricky word strip on each table to enable children to use the scaffolds available to support

independent learning.

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St Paul's are part of the Adaptive Technology Champions training. We have been using Microsoft Word as an adaptive teaching tool with a Y4 child who struggles to record written work. He has become really confident producing his work independently on a laptop. He is now able to edit font size, text, use spell check and add images. He completed this work independently after only being shown how to use the tools twice. He also saves his work independently and is now excited to complete writing in lessons. 

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St Paul's are part of the Adaptive Technology Champions training and have been using Microsoft word as an adaptive teaching tool with a Y5 child who is a reluctant writer. He has gone from only recording a sentence or two to starting to write a short paragraph and edit his spelling and punctuation independently. He also had scaffolds such as visuals and a word bank to support him.

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Knowing that this could be a tricky lesson, Matthew at St Pauls scaffolded for his year 5 learners with partly completed axis for the bar chart, modelled how to set the intervals on the axes, offered a word bank and some sentence starters. Very simple but very effective, the children were able to focus on displaying and analysing the data.

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At Greave in KS1, we reflected on the use of our working walls and refinded how we use them. We stripped them back to basics and removed any unnecessary material to ensure that only relevant information was left. This has massively helped our children use the working walls as a supportive scaffold during the lessons.

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Adaptive Technology to support SEN children

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Adaptive Technology to support SEN children

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At Greave Primary School, we use Notes on iPads to support children who are able to generate ideas but find it difficult to physically write it down. This approach has helped several children across school. The next step for us is to introduce Google Docs as a more advanced assistive technology tool.

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At Greave in the Early Years, we use visuals in our classrooms to promote independence and improve thinking skills. This use of dual coding ensures that teaching is inclusive and adaptations are made for all. In maths, pupils have number represented in a variety of ways to cater for learners and these images are used
consistently throughout the learning sequence.
Therefore, pupils have many opportunities to practise and re-visit, providing a greater chance of understanding being committed to their long term memory.

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Use of visuals - supporting children to become independent (EYFS - Reception & Nursery)

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Use of visuals - supporting children to become independent (EYFS - Reception & Nursery)

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Dual coding to adapt and enhance learning

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Dual coding to adapt and enhance learning

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At Greave Primary School, we have also worked on utilising widgets to create a learning environment that utilises dual coding. Therefore, we have changed our success criterias so that they now include consistent images to support pupil understanding of what is expected of them. In addition to this, these widgets (images) are referred to on the working wall and active inspire boards throughout the whole learning process. Children are therefore given lots of opportunities to rehearse and re-visit these images so they are familiar and have a greater chance to be committed to their long term memory. Children have commented that these are beneficial for them, and staff note an improvement in children's memory, recall and understanding of the concepts they are being asked to use.

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At Greave, we are undergoing work on developing metacognitive strategies to aid learning. Following input from Oli Lougheed from the inclusion team, in Year 5/6 we have shared different ways in which pupils can make notes in order to create an aid memoir when completing subsequent tasks. The Cornell Method shown above was a popular choice amongst the children, and it was great to see children generating their own enquiry questions and using images within their notes. Following this introduction, pupils now independently choose to take notes to aid their learning and understanding of what is being taught. Moving forward, we now need to look at how we can allow for time for children to complete an effective summary of their notes to further enhance their note-taking and learning.

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We have been using wipe clean pens to practice spellings in a sensory way by writing on tables, windows and walls.

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We have been using wipe clean pens to practice spellings in a sensory way.

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Cheadle Catholic Junior School - we have been using pencil grips to make smaller and slimmer paintbrushes more accessible.

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At Cheadle Catholic Junior School we have been using the NASEN handbook for all subjects to help us further improve our adaptive teaching practice. In MFL we use the scheme Language Angels which has a variety of existing resources (such as word banks, scaffolded worksheets, an app, audio) which fit in well with the ideas within the NASEN.

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At Cheadle Catholic Junior school we have used the NASEN handbook in all subjects as a tool to further enhance our adaptive teaching. We also use the scheme Language Angels, which is easily accessible and well planned for teachers, but also has lots of existing resources that are readily available to help with adaptive teaching. For example wordbanks, worksheets with varied scaffolding and an app.

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The success of the classroom visualiser to support modelling

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The success of the classroom visualiser to support modelling

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Abingdon PS are beginning to see impact that classroom visualisers are having on raising standards of work in all children's books. Thank you Ed from Abingdon for sharing. The photo shows a WAGOLL by Ed under the visualiser. Thanks Howard

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History book look captures adaptive practice at CCJ

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History book look captures adaptive practice at CCJ

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Recently I looked at the history one voice document at CCJ and wanted to share. Notice the subject leaders focus on evidencing adaptive practice in her subject.

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Art leader uses the Freya Model to remind pupils about the meaning of sculpture 

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Art leader uses the Freya Model to remind pupils about the meaning of sculpture 

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Some schools are thinking creatively about how to link pupils understanding of the bigger ideas/concepts/elements. In one of my schools the art leader uses the Freya Model as a way of connecting the pupils to the on going teaching is sculpture (repeated encounters). A fabulous way of using etymology to remind pupils of the bigger ideas in a subject. Great work. Thank you from Howard

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At one of my recent conversations with subject leaders I was pleased to see how they had taken the schools teaching and learning strategy and explained how it can be used in their subject. Take away point= it is important to embed the learning cycle throughout all subjects and do encourage your subject leaders to play a part in this. Howard

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Headers are used in writing to support all learners

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The Nuts and Bolts of Word Stories to help make links to concepts

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The Nuts and Bolts of Word Stories to help make links to concepts

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Having learnt about how one of our Art Leaders at CCJ has decided to use the Freya Model to help pupils understand the concept and re connect with it, this work reminded me about this article by Mary Myatt about the technique of Word Stories (etymology) to help reconnect and encourage all children to 'feel clever'. Have a read. Howard

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We have recently used video 3: Redundancy Effect in our staff meeting exploring the impact of the physical classroom environment on cognitive load. Thank you for sharing these clips on learning leads.

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A therapeutic classroom is one that has been purposefully designed to put children’s mental health and wellbeing needs front and centre in order for learning to flourish. Everything in the room has been specifically chosen to ensure that the space is: Trauma informed, attachment aware, inclusive and sensitive to the needs of neurodiverse children. Displays and classrooms throughout school are calm, consistent and decluttered. Learning Journeys in every classroom display children’s learning over time to support retention of knowledge.

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Had the pleasure of visiting Adswood Primary recently. Look at the standard of this independent writing in Y1; a result of carefully planned scaffolding throughout the writing process! The teaching cycle included lots of oral retelling, including the use of visuals and objects of reference. It also included the development of a whole class story map, opportunities to create individual pictorial story maps, and then independent writing, with access to carefully chosen key vocabulary sheets, and phoneme cards for those who needed them. All of the children in the class accessed this task and each one of them produced high quality written work. Fantastic practice! J. Terry

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Scaffolding the writing process at Adswood Primary

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Scaffolding the writing process at Adswood Primary

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In Reception, we have displayed visual ‘Communication Boards’ in all areas of our Continuous Provision. This not only supports specific children with Communication and Language needs, but all of our learners. Adults use the ‘Communication Boards’ by pointing to the visuals and modelling correct vocabulary and sentence structure!

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At St Philip's we are using the Widgit online tool to support with our dual coding across school. Here you can see our School Rules and Relentless Routines but it doesn't stop there, we have included these in our visual timetables, individualised provision maps and teaching of vocabulary to name just a few!

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RE and Worldviews - Adaptations at All Saints' C of E Primary School 

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RE and Worldviews - Adaptations at All Saints' C of E Primary School 

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We have planned our Knowledge Organisers AND working walls in RE and Worldviews including Dual Coding - images and vocabulary together to help children to understand and remember key terminology.

In addition, we have focused on keeping the format clear and simple with just 5- 6 key questions / facts for this subject per half term, to reduce 'Cognitive Overload' and ensure that the basic information is taught to all, recapped and assessed carefully in order to remain in long term memories.

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Ludworth Displays- cognitive overload avoided

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Ludworth Displays- cognitive overload avoided

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On a recent visit I loved how Ludworth Primary are working so hard to avoid Cognitive Overload with their display design.

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Enable Table

At our school we have started to use ‘Enable Tables’ to support adaptive teaching. Children can come and help themselves to a variety of resources which will support them in their learning. So far, the most helpful resources have been word banks and sentence starters for writing lessons

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At our school we have started to use ‘Enable Tables’ to support adaptive teaching. Children can come and help themselves to a variety of resources which will support them in their learning. So far, the most helpful resources have been word banks and sentence starters for writing lessons.

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Art Adaptive Teaching at Cheadle Catholic Junior School

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Art Adaptive Teaching at Cheadle Catholic Junior School

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At CCJS we have found the NASEN Teacher Handbook really helpful in our approach to Adaptive Teaching. Art lessons include a number of approaches from this book, including teachers having their own sketchbooks to model techniques (both whole class, in targeted groups or 1:1), providing children with a range of different sizes when working with paintbrushes, charcoal, graphite etc and printing images of artwork on a larger scale. Using these techniques have improved children's confidence in lessons, and they are becoming increasingly willing to experiment with new skills and ideas. I would highly recommend giving it a read!

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After a staff meeting on Metacognition, staff have begun developing areas in their classroom where children can independently go to get what they need for their learning. The children in this class have already started to use this 'Enable station' regularly!

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The Neurodiversity booklet, made us reflect on our universal offer linked to work on our QFT policy.

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It was great to see Adaptive Technology being used effectively at Greave Primary today in year 3. A small number of children used apple notes on an ipad to dictate their ideas. This allowed them to access the lesson independently on the whole.

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Assistive Technology to support with cognitive processing needs

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Assistive Technology to support with cognitive processing needs

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During my visit to one of my school's this week I was really pleased to see how putting the maths lesson's PowerPoint on a Y6 child's iPad/laptop for the Y6 to use during the maths lesson with their TA enabled them to work at their own speed during the lesson enabling them to go back and re read/learn if they feel rushed. Simple idea but very effective. Both TA and pupil voice was was very positive. Howard

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Mind Mapping (Dyslexia Friendly) History recap

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Mind Mapping (Dyslexia Friendly) History recap

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Removing the barriers to learning History is key. Y3 teacher at All Saints Marple is so pleased with the results. 1. In mixed ability pairs 2. Use the word maps to recall learning from previous topic. 3. Teachers checks knowledge through low stakes quiz on iPads. So, teacher is pleased with how removing the barrier of writing has enabled the lower attaining children as well as all other children properly engage with and succeed in the recall task. Howard

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At All Saints', our Sports coach uses the 'STEP' principles to adapt and extend in our PE lessons. This ensures that everyone is perfoming to their maximum potential through carefully planned adaptations OR on the spot adjustments for children regarding: Space (where), Task, Equipment and People (what).

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Inclusion Service - Adaptive Technology short training videos

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Inclusion Service - Adaptive Technology short training videos

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Our Inclusion Service have made a series of very short videos to support teachers with using Assistive Technology in classrooms. You will be able to find this by following our Learning Leads link Network: SENDCO Network (learningleads.org.uk)

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This site is for professionals working in schools, Early Years settings, and Childminders in Stockport. To access the Learning Networks and Opportunities, you'll need to take a minute to request a new account for yourself on this web site. The approval process may take between 1 and 2 working days.

Click here to watch a video guide.

Click on the button below to start the registration process.

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This site is for professionals working in schools, Early Years settings, and Childminders in Stockport. To access the Learning Networks and Opportunities, you'll need to take a minute to request a new account for yourself on this web site. The approval process may take between 1 and 2 working days.

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Adaptive teaching in Computing at All Saints' 

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Adaptive teaching in Computing at All Saints' 

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Computing is a topic that many SEND learners can do very well in. Many of our SEND pupils achieve highly within our computing curriculum.

Many of the adaptive teaching practices that are used in other subjects, such as “chunking” of instructions, explicit vocabulary teaching and good classroom management all benefit the teaching of computing at All Saints’. In addition to these strengths we benefit from up to date computer hardware. Our school’s Chromebooks have a wealth of accessibility features that enable children to access the computers more easily.

These include (amongst many others)

·        For those visually impaired learners we can change the display size and choose to enlarge all on-screen text and visuals, and easily revert back if necessary. The full screen magnifier can magnify up to 20x.

·        For children who struggle with typing there is the “ sticky keys” function-this will allow learners to create their own “short cuts” to avoid repetitive typing. There is the option to have an on screen keyboard that pupils control via the mouse

·        Large mouse cursors allow children who struggle with coordination skills to be more easily able to track the mouse cursor and control it.

·        Captions and mono sound settings can help those with hearing conditions

·        Voice controls as well as dictation settings allow children who struggle with writing and typing to more easily access programs and typing their work. ChromeVox can also read out text from the computer screen. SEND pupils are allowed headphones to help with this.

We are also rolling out provision of new tablet devices that will be primarily for the use of SEND interventions and for supporting certain children within the classroom environments.

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Science at All Saints' benefits from having a great teaching staff, who regularly keep their skills up to date with high quality CPD sessions. This enables them to adapt their curriculum and lessons to meet the needs of our learners, including breaking down larger concepts into more manageable "chunks".

All teachers produce "Knowledge Organisers" at the beginning of new topics. These distil the key facts, vocabulary and images that the children will encounter over the course of the topic onto a single page. This enables the children to look back, refresh their memories and commit these key ideas to their long term memory. By distilling these key facts both pupils and teachers become more mindful of what children need to know in order for their learning to have been successful.

Alongside our knowledge organisers we use a mixture of materials to improve the retention of learning, whilst also gauging our children's own interests and topics they are curious about. These include KWL grids, exit tickets and mini quizzes.

The materials we use in our classes are high quality, and minimalist in design, which has been proven to minimise cognitive overload and ensure learners can more easily stay focused on the key content.

Adaptive teaching is evident during practical activities in the subject. Teachers plan their practical activities with SEND students in mind and ensure they’re explained in a simple, step by step process. Additional adults support those who need it.

Specific vocabulary can be supplied using word banks, whilst not all activities have to have a written element at all. Allowing the children to record their ideas in other ways is something we promote.

We all firmly believe science is a subject that everyone can achieve in. Some of our best learners in the subject are those who may have additional needs. As part of a wider push across the school we have been trying to boost the profile of underrepresented groups in science, including those from BAME backgrounds, neuro-diverse groups and increasing the profile of women in the subject.

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In Reception, we pre-teach key vocabulary at the beginning of our Literacy lessons, in the form of ‘Star Words’! For each word we introduce, the children see an associated picture and learn an associated action! The ‘Star Words’ are then stuck on the classroom wall by the children, and regularly rehearsed and referred back to, within carpet sessions and provision!

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I visited one of my schools this week and we were talking through Inclusion as part of the One Voice Accountability conversation. All our discussion focused around their school's Teaching Cycle of; 1. Retrieve 2. Model 3. Practise 4. Apply 5. Deepen 6 Reflect. The HT is really pleased that all lessons in all subjects now are structured following the Teaching Cycle. On their school website they refer to how 'the principles of cognitive science are incorporated into their Teaching Cycle' and that 'the structure allows children all children to incorporate learning into the long term memory.' The HT's tip was to ensure the consistency of the approach throughout the school. Thanks Howard

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Formative and summative assessments can be used to inform in-the-moment adaptations and future planning of maths lessons. Together with lots of resources on hand should children need them (independence) the careful questioning, mini-quizzes etc. will give staff a snapshot of learners' current understanding, the teacher can then use a range of in-the-moment adaptations to address gaps in knowledge or areas of misunderstanding.

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We had a staff meeting tonight to discuss and share how we use Adaptive Teaching strategies to reduce 'Cognitive Load' for our pupils.

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We have recently updated our Teaching and Learning Policy to embed key strategies of Adaptive Teaching drawn from 'Train the Trainer' training - it's great to see it in action!

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The training has been so amazing and has rekindled the knowledge and the positive skills of supporting children in their learning .

I have personally been motivated to practise many of the skills and strategies, especially in using higher level questioning techniques .

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All Saints Marple MPTA training

Today I decided that moving forward I could focus on giving specific feedback to children in their learning behaviour.

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Love this idea, definitely going to use this.

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All Saints Primary School Marple

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When planning inclusive lessons, our teachers have been considering ways of enabling SEND pupils to engage with the new learning. Multi-sensory approaches, DEAL strategies, card games and use of continuous provision resources in KS2, fire up curiosity and imagination. Timeline activities and 'big picture maps' created over time, with learners, help visually make connections across topics and time periods.

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Geograpy adaptive practice at All Saints' Marple

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Geograpy adaptive practice at All Saints' Marple

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Geography lessons frequently involve visuals such as maps, pictures and videos which are engaging for all children.

To reduce any overload when looking at OS maps, children have either used digital technology to do this, or for SEND children, one technique suggested in the NASEN handbook was to use a paper frame so the children are able to focus on one section of the map.

Retrieval challenges are also used at the start of each lesson and as the term progresses, ensuring the children are remembering knowledge from their own year group and previous. Our Y6 class complete 'lockbox challenges' which include lots of retrieval style questions, which are engaging and exciting for the children!

Children have also been encouraged to pre-read around the topic, so teachers are able to address any misconceptions and teach any new vocabulary.

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This is an example of a Metacognition "Thinking about Thinking" display, which is found in every classroom at St George's. It was referred to at multiple points during the lesson.

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Sensory & Visuals tools used in EYFS classroom All Saints COE PS Marple 

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Sensory & Visuals tools used in EYFS classroom All Saints COE PS Marple 

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We use many sensory tools such as the calm cushion as self regulation devices to help increase a child's focus and attention during whole class input times. Our visual timetables helps the whole class know their daily routine and what's going to happen next and really helps with those settling in and transition times that can be overwhelming. *Note they love whipping the cards off as we complete each task creates a sense of achievement, so it's well worth attaching velcro backing to enable this and the sound effects ripping off adds to the fun of it 😂!

Pencil grips and sounds mats again are really useful tools as all children start to learn to write but they can really add that extra support and comfort to anyone struggling in this area.

The chewy necklaces are again used for self regulation and attention.

We find having a selection of these resources help as different children will find comfort in different tools so good to have a mix.

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Thank you Cheadle Catholic we really like this document that makes reference to adaptations in each subject for SEND learners.

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Thank you Hursthead, we really like the gradual release model and the scaffolding framework for teaching assistants. We will look to ensure this features in our teaching and learning policies and with wider staff

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Thank you HHI  we really like the refine and align idea and will embed in our school

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Thank you Thorn Grove school, we really liked your SEND in a nutshell one page document and have introduced it at our school. We particularly like your DR ICE coaching approach and will consider embedding it in our school.

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Making the Best Use of Teaching Assistants (EEF) 

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Making the Best Use of Teaching Assistants (EEF) 

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Thank you Hursthead Infant School. This was a really good reminder and we will revisit this with all of our staff.

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Thank you HHIS for this we really like the way you incorporate the scaffolding framework for your TAs.

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Thank you Cheadle Catholic Junior school for sharing your work on your graduated approach triangles, which have been made subject specific. We liked these so much that we have embedded them in our own schools across all the areas of the curriculum. This makes the school approach very clear and consistent.

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Thank you Hursthead Infants for this reminder - we will display this for our staff.

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Thank you Hursthead Infants for this reminder - we will display this for our staff.

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Thanks Oak Tree for using DEAL and the Magic Story Box to hook in the reluctant boy writers

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Adswood, love how you are proud of your relevant, sequential and engaging curriculum. Ably supported by your EBA awards Life Skills curriculum 'Enjoy, Believe, Achieve'

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Thanks Adswood for sharing your Mindspace which supports children with self regulation

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Thanks Adswood for what you do for inclusion. Really like that in September all children are involved in their One Page Profile. Well done Sarah on the team.

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St Ws PE Graduated Response exceplifies a subject bespoke response. I particularly like how at targeted level there is a reminder to repeat instructions when outside because of short term memory issues. Thanks St W (Cat Burrows)